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Communications and Human Rights Education


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A discussion as to how communication aids in human rights education. Presentation made possible by Amnesty International.

Published in: Education
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Communications and Human Rights Education

  1. 1. Communications and HRE
  2. 2. The HR educator can do one or all of the following: <ul><li>Provide/share knowledge about an issue, </li></ul><ul><li>Change behaviour and attitudes, and </li></ul><ul><li>Teach/develop skills </li></ul>
  3. 3. Effective Communication <ul><li>Listening </li></ul><ul><li>Responding </li></ul><ul><li>Sender also a receiver </li></ul><ul><li>Shared development of ideas </li></ul><ul><li>Continuous </li></ul><ul><li>Sender and receiver arrives at a mutual agreement </li></ul>
  4. 4. To communicate information <ul><li>Step 1: HR Educator identifies a purpose or aim for giving participants some information </li></ul><ul><li>Step 2: HR Educator decides how much or how little about the topic needs to be covered </li></ul><ul><li>Step 3: HR Educator designs how to package the message </li></ul>
  5. 5. To communicate information <ul><li>Step 4: Participants interpret the information </li></ul><ul><li>Step 5: Participants attempt to form an understanding of the message </li></ul><ul><li>Step 6: HR Educator plans an activity to get feedback; clarify misunderstandings or respond to questions </li></ul>
  6. 6. Content <ul><li>Universality and inalienability of human rights </li></ul><ul><li>Indivisibility of human rights </li></ul><ul><li>Human rights are interdependent and interrelated </li></ul><ul><li>Equality and non-discrimination </li></ul><ul><li>Participation and inclusion </li></ul><ul><li>Empowerment </li></ul><ul><li>Accountability and respect for the rule of law </li></ul>
  7. 7. Listening <ul><li>It shows people that you value their experience and what they say </li></ul><ul><li>It encourages people to talk honestly and freely </li></ul><ul><li>It can help you identify areas where people agree or disagree, and helps you to think of solutions to these disagreements </li></ul>
  8. 8. Listening <ul><li>We listen with our bodies as well as with our minds… </li></ul><ul><li>Face the speaker </li></ul><ul><li>Have an open posture </li></ul><ul><li>Lean towards the speaker </li></ul><ul><li>Relax </li></ul><ul><li>Listen to what is being said… </li></ul><ul><li>Listen for the central theme not just the “facts” </li></ul><ul><li>Keep an open mind </li></ul><ul><li>Analyze and evaluate </li></ul><ul><li>Don’t interrupt </li></ul>
  9. 9. Listening <ul><li>Listen to how it is being said… </li></ul><ul><li>Non-verbal signs </li></ul><ul><li>Tone of voice </li></ul>
  10. 10. What prevents us from listening? <ul><li>On-Off Listening : People think faster than they talk. </li></ul><ul><li>Prejudice Listening : There are words/phrases which cause people to stop listening. </li></ul><ul><li>Closed Mind Listening : Sometimes we decide too quickly that the person (or the subject) is boring, wrong, or not relevant, or that we know what they are going to say. </li></ul><ul><li>Distracted Listening: Noise, light, temperature, etc. </li></ul>
  11. 11. Giving a talk in a training session <ul><li>There is something I want to present and share with you. </li></ul><ul><li>Message (there is something) </li></ul><ul><li>Credibility and sincerity (I) </li></ul><ul><li>Conviction, motivation and desire (want) </li></ul><ul><li>Goals and methods (to present and share) </li></ul><ul><li>Audience (with you) </li></ul>
  12. 12. Giving a talk in a training session <ul><li>Structure the talk with a beginning, middle and an end </li></ul><ul><li>Use visual aids </li></ul><ul><li>Speak slowly and clearly, look at the participants </li></ul><ul><li>Vary the tone and pitch of the voice </li></ul><ul><li>Relevance of language with the audience </li></ul><ul><li>Do not use acronyms </li></ul><ul><li>Non-Verbal Communication </li></ul>
  13. 13. Facilitating <ul><li>Keep the group focused </li></ul><ul><li>Listen more than talk </li></ul><ul><li>Gauge people’s learning abilities & adjusts </li></ul><ul><li>Recaps, make connections, summarizes </li></ul><ul><li>Ask frequently if there are questions </li></ul><ul><li>Don’t feel that you must be an expert </li></ul><ul><li>Flexible </li></ul><ul><li>Sense energy levels </li></ul>
  14. 14. More… <ul><li>It’s okay to be nervous before a session. </li></ul><ul><li>There are no rules on how to lead a session. There are recommended procedures. Experiment. </li></ul><ul><li>There are exceptions to every rule. There are exceptions to every exception. </li></ul><ul><li>When you’re learning about methods, think about your own style and approach. </li></ul>
  15. 15. <ul><li>Be prepared for alternatives. </li></ul><ul><li>Be good to yourself. If you find you “have to do” the session, don’t think of it as a trial to endure. </li></ul><ul><li>Become a people watcher. </li></ul><ul><li>Work with and observe other HR educators. </li></ul><ul><li>You are also a learner. </li></ul><ul><li>Practice and prepare. </li></ul>More…
  16. 16. HRE <ul><li>Is a deliberate, participatory practice aimed at empowering individuals, groups and communities through fostering knowledge, skills and attitudes consistent with internationally recognized human rights principles.   </li></ul><ul><li>As a medium to long-term process, human rights education seeks to develop and integrate people's cognitive, affective and attitudinal dimensions, including critical thinking, in relation to human rights. Its goal is to build a culture of respect for and action in the defence and promotion of human rights for all. </li></ul>